SC1  Demonstrated capacity to perform duties consistent with established guidelines and frameworks, including coordinating and supporting others in respect to specific work functions relevant to the role.

SC2  Demonstrated capacity to work and collaborate with others in a team environment.

SC3  Demonstrated capacity to communicate effectively in a team environment, including high level oral and written communication skills.

SC4  Possess the technical knowledge and expertise relevant to the position.

SC5  Demonstrated capacity to provide advice and support to management and other school staff in respect to the work area.

SC6  A commitment to professional learning and growth for both self and others.

• Provides routine support for teachers including assisting with planning of student routines
• Supports communication between teachers and parents
• Communicates with teachers on routine matters related to students and/or other responsibilities
• Provides basic physical care and wellbeing support for students such as toileting, meals, and lifting
• Communicating with student/s to support comprehension of basic tasks and information
• Addresses immediate behavioural presentations relating to specific students within a classroom setting aligned to school policy and procedure
• Provides basic support and supervision for individuals or groups of up to 4 students within a classroom setting
• Supports teachers in the coordination of educational programs independently or under minimal supervision, including rostering and organising the work of a team of aides, providing routine co-ordination, guidance, and support to other student support staff, liaising with external providers of support services about clearly defined support needs and resources, assisting teachers with the communication of student outcomes and educational programs
• Provides medical intervention support to a student/s, under specific conditions, with appropriate training and guidance
• Provides specialised communication support for students and teachers in areas such as AUSLAN and braille

Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.

The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms – gender, religion, ethnicity, LGBTIQ+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department.  The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces.  It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).

Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the Department. Mobile: 0477 726 801 or email on: brett.west@education.vic.gov.au

Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the Department’s exemplar available at http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’s Values complement each school’s own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

• All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
• Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
• A probationary period may apply during the first year of employment and induction and support programs provided.
• Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx

Maldon Primary School has a safe, positive learning environment where students can be happy, courageous and confident. We explicitly teach (through the School Wide Positive Behaviour Support framework) all our students to:

* Be Kind,

* Be Brave and

* Be Your Best

Our school's mission is to create a community of enthusiastic, curious learners who can problem solve and think creatively and critically. Our school's vision is to ensure students have strong connections to their peers and the local and global community so that they have a sense of belonging and can be happy, courageous and confident members of the community.

Maldon Primary School has developed close ties to the local community and enjoys support from our local shops and community organisations. The school is always looking for further ways to connect students to the broader community as it strives to provide quality education and enriched experiences for students.

Maldon Primary School, established in 1873, stands proudly in the main thoroughfare of Maldon, a historic gold mining town in Central Victoria. Our main school building reflects the heritage and history of our town, Australia’s first ‘Notable Town’. Our school grounds are spacious with a variety of areas for both formal and informal play. These include a soccer oval, football oval, basketball court and undercover playground as well as space for imaginative play and childhood games such as chasey and downball. The soccer oval is a recent improvement to our school (completed in 2020), which the children enjoy playing a range of games on.

Due to our school being a heritage building, classrooms are large, open spaces with many flexible spaces within. All classrooms have a dedicated Class Library, space to sit at tables and chairs, as well as floor space for the whole class to come together. Maldon Primary School currently has 89 students enrolled from Grade prep-6. The current Student Family Occupation and Education (SFOE) index is 0.3872.

The staffing profile for Maldon PS is 1 Principal class employee, 6 Teacher class employees (1 Learning Specialist) and 4 Education Support Staff. The school's leadership team involves the Principal and the Learning Specialist. Additionally the school has 1 Learning Specialist in Literacy, 1 Maths Co-ordinator, 1 Tutor (TLI) and 3 Specialist Teachers (Japanese, Digital Technology and The Arts). The size of the school enables all staff to work together closely to ensure the planning, teaching and learning continues to improve across the school and be the best it can be.

Currently there are 4 classrooms with a class structure of grade Prep/1, 2/3, 4/5, and 5/6. The school has 3 specialist teachers who teach the Visual Arts, LOTE (Japanese), Digital Technology, and Performing Arts programs. Classroom teaching and learning is supported through the Tutor Learning Initiative. Staff were trained in PLC in 2020-2021 and use this knowledge to maximise teaching and learning, ensure consistent teaching practices are across the school, use data to inform teaching direction and next steps for learning to ensure that every child reaches their full potential.

Student leadership is encouraged across all grades, from line leaders in the Prep/1 classroom to School Captains and Friday Fundraisers in the Grade 5/6 classroom. Students in Grade 5/6 have the opportunity to discuss the leadership teams and elect to be part of one team. They have a mix of preparation/organisation time for their leadership role, as well as time to learn about leadership and the skills required.

Student wellbeing has been a priority for Maldon PS over the last 4 years. Staff have been trained in the Berry Street Trauma Informed Practice and School Wide Positive Behaviour Support Framework and implement the Respectful relationships program on a weekly basis.